1. South African Principals’ Association
-Turn Around Strategy (TAS) -
An opportunity to
Getting It Right In Schools
Driven by
School Managers Managing Change
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
Turn-Around Consortium (TAC)
Content
1. State of Education in South Africa (3-8);
2. Turn Around Strategy [TAS] (9-19);
3. 16 Principle Issues (20-55);
4. Preliminary Results of TAS (56-60);
5. Conclusion (61).
1
3. Matrics 2010 started Gr1 in 1999
Only 44% retained!
Success rate = 8,1%
•Success-rate of the system = 8,1%
•Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
3
4. Pass vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
% Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20%
10%
Anti- Dysfunctional Under- High-
Functional Performing Performing
4
5. Turn-around Theory
Common Characteristics If you can’t Think it,
1. Constant crisis (Think); You can’t Do it!
2. Organisational insanity
Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think); SRC
Tools
5. Sub-Optimisation (Think);
PD Accountability
CMS
6. Indirect Causes (Think);
Ownership
7. ‘Sorry is Okay’ mentality
Principal All (Principal, Teachers,
(Think);
& SMT Teachers SGB & District)
8. Segmented morals -
situational ethics (Think);
Function
9. Multiple clicks/ groups (Do); School Teaching Governance
10. Broken behaviour- Readiness & Learning & District Support
consequence chain (Do).
Research Schools
5
7. 5 Turn-around Phases
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
Focus • Ownership • Buying into this • SRC tools • SRC + CMM • Ensuring
strategy development implementation sustainability
• Design CMM • Closing gaps
Participants • Principal • Principal, SMT, • Principal and SMT • School staff • District
Teachers, SGB reps, (professional and • School leaders
District, Community support) • Community
Data tools • 16 Principles • (B) Baseline Survey • 8 School Readiness • Staff development • Compliance
Issues of (P) Components = • Teacher • Governance
Turn Around • (D) SRC self-rating (P Attendance, T+L Info, professional • Operational
Strategy as + SMT) Annual Plan, TT, TL development management
Inputs • (A) Functionality Schedules,
Organogram, TLSM • T+L intelligence
• 16 Questionnaire (S) systems
Deliverables • CMM = Attendance,
as Outputs SBA, Curr. completion
Period • 2 hours • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Workshops • Face to face site work • Face to face site • Workshops + Face
• All schools • All schools together • Individual schools work to face site work
together • Muavia Gallie • Mentors • Individual schools • Individual schools
• Muavia Gallie • Mentors + Experts • Muavia Gallie
TAS - Face-to-Face view (4 Tools)
1. Nat. Educ. Strategy 1. Attendance
2. District Curr. Man. 2. Teacher Info
3. School Instr. Design 8 (eight) 3. Learner Info
4. Faculty T + L 4. Annual Planning
5. Classroom L + Assess. School Readiness 5. Timetabling
6. Home L Plan 6. TL Scheduling
Components 7. Organogram
8. LTSM
6 (six) [Planning]
Curriculum 6 (six) 1.
2.
Teachers
SMT
Management
Design 24 Sustainability
Model
3.
4.
5.
6.
Principal
SGB
District
Community
[Input] [Outputs]
4 (four)
Closing the Gap
BEAR
1. Believes
[Process] 2. Expectations
3. Attitudes
4. Relationships
7
8. 16 Deliverables/Outcomes
Individual Relationships
1. Recognise the high risk; 1. Utilise organisational strength;
2. Think differently; 2. High commitment and expectation to
3. Redefine ‘normal’ and ‘reality’; succeed;
4. Know, understand and service ‘young 3. Recognise ability to transform and
people’. change;
4. Teachers care deeply about all
learners.
Culture Systems efficiency
1. ‘Bring it on!’ attitude; 1. Being ready (proactive);
2. Adults who model what they value; 2. Always focus on the ‘key deliverables’;
3. Teachers ‘don’t sweat the small stuff’; 3. Data driven decision-making;
4. Teachers know ‘what it takes to be 4. Clear and implementable rules.
successful’.
1-4 Individual Development
8
10. 13-16 Systems Development
16 Principle Issues
1. Psyche of Dysfunctionality;
2. Organised dysfunctionality;
1
3. Data/information/knowledge/intelligent decision
making; 5 6 7
4. Champion/ leader driven;
5. Eight school readiness components (SRC);
12 13
6. Whole school development/ school
improvement plan; 4 16 8 2
7. School level support;
8. Networking/ partnering systems;
15 14
9. Compliance/ governance/ operational
management/ leadership systems; 11 10 9
10. Accountability commitments;
11. Aligning the curriculum, instruction, teaching, 3
learning, assessment systems;
12. Professional development of teachers - closing Purpose (Vision)
the attitude, believes, thinking and skills gaps;
13. Expert and mentor support; Hands (Action)
14. Time on task; Head (Systems)
15. Managing what you know (ICT);
16. Focus on the core - student achievements. Heart (Believes)
10
11. Principle Issue 1: Psyche of Dysfunctionality
- Socialisation within an organisation - loose awareness;
- About the way organisation behaves towards others,
how people within relate to each other, the subtext of
interactions, projections and feelings we experience,
etc.
- Schein (1987) - “… it is the observed anomalies, blank
looks in response to simple questions, defensive denial
and counter-arguments, and various other kinds of
emotional response that that occur in reaction to my
own behaviour that are the most valuable sources of
insight into what is going on.”
Principle Issue 1: Psyche of Dysfunctionality … cont.
• Two case study examples (both in education):
- Organisation A: already a postponed meeting - only 2 pitched - too short notice …
arrived early … expecting 15 people … had to assist receptionist to organise room … at
15h00, only 3 … 15h15 had 5 … 15h30 had 7 … 15h45, coordinator started meeting
with 9 people … when senior person entered, long handshakes with complicated moves,
very little smiles … presented work (had to skip slides - jokes) … each member took in
assigned role (hard man, facilitator, pragmatist, note-taker) … posed questions which
had been already answered, but part of ritual of point scoring in front of seniors …
questions clear that they did not read proposal … they wanted us to deal with the
‘trouble-makers’ - unions … end of meeting - we’ll let you know … during 45 minutes
wait, I asked jokingly which organisation is actually dysfuntional - nod for a junior
member
- Organisation B: prior to proposal, few members instructed by CEO to attend session
on the work … she then invited us to informal conversations with senior mangers …
discussion included strengths and weaknesses of organisation … given a date for formal
presentation of proposal where operational and supervisory staff present …
considerable engagement with core ideas in presentation … reactions were openly
discussed and decision-making done in our presence … head indicated “we are not
going to ask you to leave while we talk abut our decision” … group members raised
points of clarification or support, and challenged basis of the work … key beneficiaries of
the strategy were in the room, discussion the decision on an equal basis.
11
12. Principle Issue 2: Dysfunctionality by Design
• Imagine I am the President of South Africa in
1948, and ask you to design me an education for
Blacks, which will deliver for me a ‘cheap labour
market’:
- Teacher quality;
- ‘Look and Feel’ of schools;
- Teaching and Learning;
- Time on task;
- Curriculum;
- Performance expectations;
- Culture and climate among colleagues;
- Training programme of teachers;
- Etc.
Principle Issue 2: Dysfunctionality by Design … cont.
HSRC 2006, p.27
12
13. Principle Issue 2: Dysfunctionality by Design … cont.
HSRC 2006, p.27
Principle Issue 3: DIKI Decision-Making
With the formation of the Democratic Government in
1994, a country had to amalgamate 18 different
departments of education into one. It was
confronted with scenarios related to pupil-teacher
ratio and salary parity among teachers:
• Scenario 1: It had over 12 million learners, with only
360 000 teachers. How do you solve this problem,
taking into account that the uneven distribution of
historical ratios (Africans 1:50; Coloured 1:28;
Indians 1:22) will be unacceptable?
• Scenario 2: It had 360 000 teachers, who were paid
out of the fiscal, salary based on the racial
demarcation. How do you solve this problem, given
that there will be no increase in the tax base?
13
14. Principle Issue 3: DIKI Decision-Making … cont.
Give your opinion during each of these
steps:
1. A learner gets 20% in a recent test in
Math (Data).
2. The learner has been getting over 80%
for the last five years (Information).
3. The learner is taught by the Physical
Education teacher, in order to make up
his teaching allocation (Knowledge).
4. The teacher has no methodology in
Mathematics (Intelligence).
Principle Issue 4: Champion/Leader driven
Leadership is a
decision, not a
position, a title or a
function.
14
15. Principle Issue 4: Champion/Leader driven … cont.
Looking inwards - Looking upwards -
Managing self by reviewing Managing the schools
your performance to ensure in order to achieve
that you make a positive organisation
contribution to the goals commitment and goals
Looking backwards - Looking forwards -
Monitoring progress Planning in order to
with appropriate control Role of the ensure that the team
systems, to ensure the Champion/ sets realistic targets, and
goals are met and the Leader obtains appropriate
team learns from its resources to achieve
mistakes those targets
Looking outwards - Looking downwards -
Managing the parents, Managing the staff in
learners, stakeholders order to maximise their
and community to ensure performance both as
the learner achievements individuals, teams and
meet their expectations organisation
Principle Issue 4: Champion/Leader driven … cont.
15
17. Principle Issue 6: WSE/SIPs
2.1 Instructional
5.1 Parent/ Family
2.2 Shared
Involvement
2.3 Operational
5.2 Community
Resource
Involvement
Management
School &
Community Teaching and
Relations Leadership
Learning
1.1 Curriculum
Data & Personnel &
1.2 Instruction
Information 1.3 Assessment Professional
Management Learning
4.1 Data 3.1 Personnel
Management Qualifications
4.2 Information 3.2 Professional
Management Learning
Principle Issue 6: WSE/SIPs … cont.
Classroom School
School & Community Relations
Leadership
2.1 Instructional
2.2 Shared
2.3 Operational Resource Management
Teaching and
Data & Learning Personnel &
1.1 Curriculum
Information 1.2 Instruction
Professional
Management 1.3 Assessment Learning
4.1 Data 3.1 Personnel
Management Qualifications
4.2 Information 3.2 Professional
Management Learning
4.1 Parent/ Family 4.2 Community
Involvement Involvement
School Community Circuit/District
17
18. Principle Issue 7: School level support
• Academic Support
- Apart for a few workshops together, all
other work will be done with individual
schools, principals, and SMTs.
Principle Issue 7: School level support … cont.
• Non-Academic Support
- Utilise available capacities, skills and
expertise of all;
- Teachers don’t need to do ‘everything’;
- Go the ‘extra mile’;
- See beyond the ‘problems’;
- Take ownership in problems and solutions;
18
19. Principle Issue 8: Network/partner system
• Networking (Are you plugged in?):
- When will you know a learner has been raped
during the past weekend?
- When will you know if a teacher did not ‘pitch up’
in class?
- When will you know if a teacher never taught for
the whole day?
- When will you know if a teacher is messing around
with school girls?
- When will you know if a new policy in education
came out?
- When will you know if the ‘policy makers’ are
thinking about new policies?
• When there is a ‘sale’ - Do you know about it before
it starts?, When it is the opening day?, The last day
of the sale?, or When it is over?
Principle Issue 8: Network/partner system … cont.
• Partners (You are as good as whom you
know.)
- Learners;
Equity
- Teachers;
- Parents;
Transparency
- Community members;
- Businesses.
Mutual Benefit
19
20. Partnership mapping
Principle Issue 9: CGOML systems
• Compliance System
- 50% My Job;
- 25% Compliance towards Supervisor;
- 25% Support and Development to Juniors;
• Governance System
- Confusion between ‘operational management’
and ‘governance’;
- Governance is determining the ‘policies and
rules’, and the consequences of ‘breaking those
rules’;
- Setting the ‘community academic expectations’
too.
20
21. Principle Issue 9: CGOML systems … cont.
• Operational System
- Establishing the administrative processes -
implementing the ‘rules and regulations’;
• Management System
- Establishing the ‘culture and climate’ through
human interactions (HRM);
- Includes ‘conditions of service’ (legislation);
• Leadership System
- Establishing a ‘vision’ (dream image) of the future,
that is worth ‘all the sacrifice’;
- Image that will connect with the ‘heart’ (giving you
that warm feeling) more than the ‘head’.
Principle Issue 10: Accountability system
If you are getting paid, then you should
be accountable!
• The continuing concern for checks, oversight, surveillance,
and institutional constraints on the excise of power;
• Three ways of controlling the use of political and other
powers by managers:
- enforcement;
- monitoring and;
- answerability.
• Types of accountability systems:
- compliance with regulations (accountability to seniors);
- adherence to professional norms (accountability to peers);
- results/learner achievements driven (accountability to
learners/parents);
21
22. Principle Issue 10: Accountability system … cont.
Principle Issue 11: Align CITLA systems
22
23. Principle Issue 11: Align CITLA systems … cont.
Principle Issue 12: Closing the Gap (BEAR)
23
24. Principle Issue 12: Closing the Gap (BEAR)… cont.
Principle Issue 13: Expert & Mentor support
24
26. Principle Issue 14: Time-on-Task … cont.
Teaching Academic Learning
Learning Time
Engaged Time
Instructional Time
Allocated Time
School Day Length
Attendance for the Year
School Academic Year
Calendar Year
Do the Maths!
Principle Issue 15: Managing what you Know (ICT)
26
27. Principle Issue 15: Managing what you Know (ICT) … cont.
Principle Issue 16: Learner Achievement
27
28. Principle Issue 16: Learner Achievement … cont.
2. Lubombo Circuit (Buy-in)
• Circuit in Mpumalanga, bordering with
Mozambique;
• 34 Schools (both primary and secondary) attended
the 2 days session;
• Circuit manager was present for the entire two
days;
• After introductory questions were posed to schools
(2.5 hours session), schools had to ‘self-identify’ at
what level they are of school functionality;
• 1 high; 17 under-performing; 16 dysfunctional.
28
30. 1.5.3 SMS from GE school
------ SMS ------
From: +27826257426
Received: Jan 13, 2011 11:15
Subject: Dr Muavia Gallie ,
Dr Muavia Gallie, the name of our school is Asser
Maloka in Duduza(Nigel). When we joined your
programme were sitting @ 35%(2008), 49%(2009),
and for 2010 we are @ 86.23%. My principal and I
wish to express our heartfelt gratitude to you and
your whole team. From Deputy Principal:FET.Vuyo
Ncokazi.
1.6.2 GDE PPS Matric Results
2008 - 2010 (2010 ascending)
30
31. 10. Conclusion - Theory of Change
Framing School Change Improvement
Social/ Critical Features: In learner Educational Outcomes
Emotional • Positive, expectations • Higher learner
Issues: nurturing teachers, and behaviour: achievement
• Lack of self- leadership, • Higher
esteem ‘connected”/ likelihood of
• Identity ‘belonging’ success
crises philosophy
Academic Social/ Emotional Teaching and Adulthood Outcomes:
Issues: programmes: Learning: • Citizenry
• Lack of • Reward system • Cultural • Leadership
relevancy to • Peer groups responsiveness
learners • Extra-mural • Affirming
activities, etc. potential and
possibilities
Thank
You!!
31
![South African Principals’ Association
-Turn Around Strategy (TAS) -
An opportunity to
Getting It Right In Schools
Driven by
School Managers Managing Change
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
Turn-Around Consortium (TAC)
Content
1. State of Education in South Africa (3-8);
2. Turn Around Strategy [TAS] (9-19);
3. 16 Principle Issues (20-55);
4. Preliminary Results of TAS (56-60);
5. Conclusion (61).
1](https://image.slidesharecdn.com/sapaprovincialpresentation2011-drmuaviagalliex2-110512181300-phpapp01/85/sapa-provincial-presentation-2011-1-320.jpg)
